| Summary: | 碩士 === 國立新竹教育大學 === 教育與學習科技學系教育行政碩士在職專班 === 104 === Abstract
This study aimed to investigating the current situation of students’ satisfaction towards military training instructors’ maintenance of campus safety. The research adopted the academic structure of National Chiao Tung University as the research participant, with the questionnaire survey and focus group discussion as the research methods. A total of 415 questionnaire copies were officially distributed, of which 392 copies were recovered, accounting for a recovery rate of 94.5%. After eliminating the invalid questionnaire copies, 367 were valid copies and the effective response rate was 88.4%. After the questionnaires were recovered, the data underwent statistical analysis, including frequency distribution and percentage, One-way ANOVA, and focus group discussion.
The research results are summarized as follows:
1.Among the satisfaction statistics for each dimension, male students’ satisfaction was higher than that of female students.
2.The science and engineering students had higher satisfaction towards “maintenance of campus safety” compared to the humanities and social sciences students.
3.The students that joined clubs had a lower satisfaction towards “maintenance of campus safety” and “work attitude”.
4.The smart phone users had a higher satisfaction towards “maintenance of campus safety” and “work attitude”.
5.The students who took up all-out defense education military training elective courses had a higher satisfaction towards all the dimensions.
Finally, based on the research results, several recommendations were proposed to serve as references for relevant units and future researchers.
1.Plan a diversity of activities based on the concept of gender equality.
2.Evenly distribute campus safety manpower and resources.
3.Strengthen campus safety advocacy targeting the club cadres.
4.Advocate school related safety measures and policies during off-campus (leased accommodation) work-study visits.
5.Produce diversified audio-visual mediums, implement diversified advocacy, and improve advocacy effectiveness.
6.Include all-out defense education credits in the computation of credits required for graduation to enhance the willingness of students to take up the elective courses.
7.The school’s Class I unit should engage in the overall planning and division of labor.
8.Establish a student feedback mechanism.
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